12 Cooperative Learning

By the end of this session, participants should:

• Understand the benefits of cooperative learning for boys and girls

• Know when to use cooperative learning

• Problem solve issues that might arise when using cooperative learning

Activity 1: Benefits of Cooperative Learning

• We will just review the content of activity 1.
• However whilst doing so you will note that there is reference to the Learning pyramid in point 5.
• Do you feel it would be useful to add a short explanation about the Learning Pyramid into the manual?

Activity 1 continued

In summary the process for the activity is to:

1. Explain what Cooperative Learning is
2. Remind participants we have been using a lot of Cooperative Learning Strategies in this workshop
3. Set up a race with participants working in Male/Female Pairs to write down as many of the benefits of Cooperative Learning in 5 mins – with the pair that gets the most winning.

4. Then you mix the pairs into a group of 4 and given them 7 minutes to expand their lists.
5. Bring the participants back to plenary and ensure that the list includes the key benefits
6. Thank the group for their work and point out that this technique is called “pair and share”

Activity 2 Selecting Appropriate Tasks For Cooperative Learning

Basically the process here is to:

1. Explain that matching content to teaching methods is important in Cooperative learning
2. Explain that 2 questions can help us decide whether a task is best for students to do individually or in groups:
• Will the students have a chance to discuss ideas and learn from each other?
• Will the students be able to generate more ideas as a group than they would on their own?
3. Explain they will do a short activity to decide which activities are best done cooperatively, which are best done individually
4. Refer participants to Resource 12a. Tell them to choose one leader to lead the discussion and one secretary to record their answers
5. Bring back to plenary – ask all the leaders to raise their hands, and then ask all the secretaries to raise their hands – discuss any gender imbalances you notice – and how to ensure equal participation.
6. Invite each group to explain their answer to 1 or 2 questions – elaborating using the guidance notes if necessary

Activity 4: Cooperative Learning Problem Solving

This task requires participants

• to read ONE case study in resource 12d per group. Then to answer the questions underneath. They should take notes.
• Encourage the participants to think about diverse groups, gender balance and equal participation throughout the activity
• When the participants have finished they will feedback through the “Roundabout method”, (sometimes also known as “The Learning or World Café”). This is where the group leader stays where they are and the rest of the group move to the next table to hear about the case study and add any thoughts.
• Ensure that participants are aware that they cooperated in the “Roundabout method”
• In Plenary, ensure the key points from the answer key have been pulled out.

The Roundabout Method

We are not going to do the whole activity. However, let’s just quickly check that you understand how to organise the “Roundabout Method”.

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• I will divide you into new groups.
• Go to join your new group.
• Appoint a leader who will facilitate the discussion and a secretary who will write the notes.
• Please assume that we have already read the case studies and written the answers to the questions. I just want you just to decide if your case study (and suggested response) is fine to include in the manual and why you think so.
• Now it’s time to learn from the other groups, so, everyone, other than the leader, stand up and move in a clockwise direction and sit at the next table
• Leaders now share why you think this case study is ok to use and why to the new people sat at your table

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